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World War 1 Mini Topic

The First World War was fought over a hundred years ago. Many thought it was the war to end all wars and it had a devastating effect on Europe. Find out what started it all, what the major events were and why it is still important to remember the dead a hundred years later and into the future.

Learn about the causes of the war, the western front and its trenches, the home front, the end of the war and how we commemorate this hugely significant historical event today.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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Causes of the War

What were the reasons for this war starting? Act out and debate the different events and trends that led to the start of the first World War. Start a timeline of events leading up to the war.

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The Western Front

Young men lied about their age to fight on the front line, and many soldiers travelled a long way from across the British Empire to join the fighting. From various sources find out about what it was like when they got there. Make a trench in the classroom with tables, and get chn to record their thoughts and write a poem in a diary while sitting in 'trenches'.

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The Home Front

With so many people off fighting a war around the world, how did life at home change? Find out about the essential war work done at home, much of it by a new work force of women. Paint some propaganda posters urging people at home to help with the war effort.

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War is Over

Find out how the war ended and what happened immediately afterwards. Add these to your class timeline. Act out what the people of Britain would have felt. Discuss what the different people present at the peace meetings might have said and how they might have reacted to the terms of the Treaty of Versailles.

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Remembrance

At the end of the First World War a day of commemoration was created to remember the dead. Recreate the main events in a Remembrance Day service and talk about the significance of each part.

Block D - Designers

Meet some of the World’s most famous, influential and ground-breaking painters, sculptors, architects and designers. Be inspired by their work to create your own original compositions using their inspirations, styles and techniques to create your own pieces of art and design.

Explore the designs and motifs of William Morris, Charles Rennie Mackintosh and Vivienne Westwood. Practice design techniques, including symmetry, and design a wallpaper pattern, a chair and a jacket under their inspiration. Learn about different design media and how to use drawing to develop design ideas. You will cover Art & Design as well as Maths and D&T objectives.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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William Morris (I)

Explore the distinctive design style of Morris and the patterns he designed. Identify his style and influences as well as his use of mathematical pattern and symmetry to inform their own designs.

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William Morris (II)

Reflect back on Morris’s techniques as they print their own Morris inspired textiles or paper.

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Charles Rennie Mackintosh

Discover the art-nouveau style of Mackintosh and explore the interiors and furnishings he designed. Identify his style and influences and create your own Mackintosh-inspired chairs, using 2D and 3D shapes.

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Vivienne Westwood (I)

Discover how Vivienne Westwood influenced modern clothes design and explore an array of her more famous creations. Identify her style and influences and develop their fashion sketching techniques, in preparation for your own Westwood-inspired design.

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Vivienne Westwood (II)

Recap on Westwood’s style and influences as you design your own Westwood-inspired jacket. Use the techniques of fashion design sketching and playful use of colour, shape and texture as you create your detailed design board.

Human Reproduction and Relationships

Hamilton believe that the subject of human reproduction and relationships merits particular attention in the Upper Key Stage 2 years, most likely to be covered in Year 6. This Topic covers key aspects of those subjects in pairs of thoughtful, nuanced and age-appropriate planning for sessions on some of the challenging issues arising from consideration of similarities and differences, lifecycles, life choices and sexual health and pregnancy.

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PS1: Same & different

The first two pre-sessions are an introduction to the topic. This sessions helps chn appreciate that there are many physical differences between plants & animals (including humans) that are not necessarily good or bad nor important to function or ability.

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PS2 Same and different

Look in more detail at differences between people living in Britain. Discuss our multi-cultural society. Share poems in We are Britain by Benjamin Zephaniah to inspire children to write poems about themselves. Can children recognise their own Wanted poster?

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A1: Life Cycles

Set up ground rules for this topic. Revise knowledge of life cycles of butterflies, frogs which both involve metamorphosis and flowering plants. Discuss reasons for reproduction and consider animals facing extinction. Start reading Flour Babies.

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A2: Life Cycles

Using the riddle of the Sphinx as a starting point, look in detail at the human life cycle and compare the stages with those of other animals. Look at the range of different gestation periods and life spans; draw graphs and look for patterns. Begin research.

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B1: Babies

Children consider the development that they have undergone since they were babies. Draw a timeline of their lives so far. Continue research into the life stages of another animal concentrating on how quickly the babies develop. Have a baby photo challenge!

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B2: Babies

Look at the proportions of a human adult as shown by Leonardo’s Vitruvian Man. Investigate the shape changes between a baby and an adult human, concentrating on the head to body length ratio. Measure & draw graphs. Sketch children and adults in proportion.

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C1: Puberty

Look at the physical changes that take place during puberty. Some are seen easily, e.g. growing taller and broader, hair around genitals and under arms, etc. Also discuss menstruation and wet dreams and rites of passage in different cultures on reaching puberty.

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C2: Puberty

Look at the emotional changes in puberty. Use drama to act out typical scenarios involving parents and teenagers; look at the different viewpoints and discuss how compromise can ease situations. Look at the meaning of friendships and where help can be found.

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D1: Life Choices

Explain to children that they are going to be challenged to look after a Flour Baby for a week as in Anne Fine’s book. Set up ground rules and name their Flour Babies. Discuss how names are chosen and the meanings and significance of both first names and family names.

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D2: Life Choices

Think about all the different relationships that children have/will have with other people, leading to a discussion about marriage. Research marriage customs in different cultures. Children return to timelines and predict hopes and expectations for their future lives.

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E1: Pregnancy

Changes at puberty prepare our bodies to have children of our own. Look in more detail at human fertilisation and pregnancy and learn how important it is for mother-to-be to look after her health. Look at baby growth in utero and explain function of umbilical cord.

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E2: Pregnancy

Watch a video of a birth and discuss other forms of delivery such as Caesarean or forceps deliveries. Discuss how the parents’ lives will now change and relate this to children’s Flour Babies experience. Research birth rites of passage in different cultures.

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F1: Sexual Health

Have discussion about contraceptives as a way of preventing an unwanted pregnancy, but also explain that they can help protect against STI/Ds. Use drama to practise saying no to peer pressure for smoking, alcohol or drugs. Children design warning labels.

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F2: Sexual Health

Discuss one STD/I in more detail – HIV/Aids. Ensure children understand the difference between having the virus and the syndrome. Watch a video by children living with an HIV mother and discuss stigma involved with HIV/Aids. Look at statistics and discuss Memory Books and World Aids Day.

Block C - Architects

Meet some of the World’s most famous, influential and ground-breaking painters, sculptors, architects and designers. Be inspired by their work to create your own original compositions using their inspirations, styles and techniques to create your own pieces of art and design.

Meet Norman Foster, Robert Venturi and Denise Scott Brown, three highly influential architects whose buildings and ideas about building have helped shape the world we live in. Their works will inspire your children to design their own buildings.  Learn about plans and elevations to understand and explore architectural ideas, and cover Maths, Geography and Design and Technology objectives.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Norman Foster

Discover the incredible work of Foster and explore the wide ranging buildings he has designed around the world. Identify his style and influences and create your own architectural design for a corporate building using Foster’s style and technique as an influence.

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02: Robert Venturi and Denise Scott Brown

Discover the buildings of Venturi and Scott-Brown and explore the buildings they designed. Learn about their approach to architectural design and create your own location-sensitive architectural design.

Block B - Sculptors

Meet some of the World’s most famous, influential and ground-breaking painters, sculptors, architects and designers. Be inspired by their work to create your own original compositions using their inspirations, styles and techniques to create your own pieces of art and design.

Meet Joan Miró and Barbara Hepworth, two world-class sculptors whose techniques will inspire and teach your children to create their own stunning works of art. They will get a feel for the three-dimensional qualities of sculpture and work in the abstract modes of these two twentieth-century icons.

Learn about the materials of sculpture and how to plan with sketches and then create dynamic artworks in the round.  You will cover Art & Design and some PSHE objectives.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Joan Miró (II)

Explore Miró’s sculptures and then plan and create your own sculpture using Miró’s style and technique of using discarded items to create forms.

There is also a session on Miró, as a painter, in Block A.

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02: Barbara Hepworth (I)

Delve into the amazing world of Hepworth’s sculpture and explore her influences and form. Link her abstract work to her local landscape and idealisms before planning and sketching ideas for your own sculpture.

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03: Barbara Hepworth (II)

Try some new sculpting techniques like those used by Hepworth. Reflect back on your own ideas and create your sculpture using Hepworth’s style and technique as an influence.

Block A - Painters

Meet some of the World’s most famous, influential and ground-breaking painters, sculptors, architects and designers. Be inspired by their work to create your own original compositions using their inspirations, styles and techniques to create your own pieces of art and design.

Meet Frida Kahlo, L. S. Lowry and Joan Miró, three world-class painters whose techniques and subject-matter will inspire and teach your children to create their own stunning artworks. Having learned about the lives and techniques of three very different artists, children will paint self-portraits, urban landscapes and abstract works under their influence.

Learn about the stages of making a painting, including developing your ideas, sketching compositions and figures, deciding what symbolism to include, and applying paint in a variety of ways (and not just with brushes!) to achieve different visual effects. You will cover Art & Design as well as PSHE objectives.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Frida Kahlo (I)

Explore the remarkable portraiture of Kahlo and identify how she reflects her own personality and feelings in her paintings. Bring your own ideas for a self-portrait together.

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02: Frida Kahlo (II)

Join a master class as you practise the techniques of portraiture and the types of brushstrokes used with oils and acrylics. Create your own self-reflecting, self-portrait masterpiece, using Kahlo’s style and technique as an influence.

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03: LS Lowry (I)

Explore the detailed paintings of Lowry and identify how society and emotion was reflected in his paintings. Identify the social interactions in your playground as you plan and sketch your own urban landscape. 

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04: LS Lowry (II)

Explore the techniques Lowry used as well as the limited colour palette he adopted to create his paintings, as you paint your own playground urban landscape using his style and technique as an influence.

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05: Joan Miró (I)

Discover the imaginative and wide-ranging work of Miró and explore the abstract nature of his painting. Identify the ways in which ideas and emotions can be represented in abstract art and experiment with some ideas of your own.

 There is a second session on Miró, as a sculptor, in Block B.

E-Safety Mini Topic - KS1

This mini-topic offers an engaging way to cover the vital subject of e-safety. Through the creation of a cyber-safety rainbow, children will understand the following key areas: the meaning of staying safe online; the importance of keeping personal information and passwords safe; the potential dangers of meeting people online; how to find safe and reliable content; who to go to for help; and how to enjoy safely the many opportunities the internet has to offer. As children collect their rainbow paints they can build their cyber-rainbow to remind them of the pleasures and pitfalls of the online world.

This Topic is written for Key Stage 1. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Online opportunities: the wonders of the digital world

Earn your orange rainbow paint by looking at the opportunities the internet offers and how to have positive experiences online.

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02: Reliable or not: what is worth trusting online?

This time you are looking to claim your red rainbow paint - explore how some things online (people and places) are reliable and others aren’t. Learn how to identify those sites you can trust.

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03: Keeping tight hold of personal information

Can you earn your indigo rainbow paint by exploring when it is and isn’t safe to share personal information. You will also learn about passwords, why we have them, and how to keep them safe.

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04: Who can help?

Find out about getting help with the online world and how to voice your concerns. Learn about when you need to tell an adult about something and who to go to when you know something isn’t right. You can earn your green and violet rainbow paints in the process!

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05: Decisions, decisions

Explore the online world by becoming online agony aunts and uncles and by composing your very own e-safety song. Can you earn your final two colours, (yellow and blue) by spotting what to say yes to and what might be a bad idea?

Block D - Superhero Vehicles

Who are the superheroes in your life? Why are they superheroes? Are you a superhero and why? This is a topic that focuses on the hero in all of us; a fun topic that focuses on ourselves, our families, superhero animals, superhero vehicles, the people around us who help us such as teachers, doctors, religious leaders, police and fire fighters.

A chance to focus on superhero vehicles that build, move earth and transport us across different terrains. Look carefully at their features and make your own small world versions. An opportunity for some great maths: counting wheels and windows; measuring heights, widths and lengths.

The Topic Overview outlines the outcomes and objectives of the whole topic, with more specific detail, including resources lists, provided in the Block Overview.

This Topic is written for Reception. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Racing cars

Check out the world’s top super-fast racing cars and time yourself against the clock to see how your wheels compare! Create your own car and road scenes as you race around different shaped tracks. Don’t forget to check in at the pit stop - who can change a tyre the fastest?

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02: Beautiful boats

Discover and learn about the huge range of beautiful boats, from supersized cruise ships to small rowing boats. Transport cargo and make rafts with your very own small world boats.

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03: Monster trucks

Watch these super trucks jump over and crush old cars with their huge tyres and supersized frames. Create your own obstacle courses large and small for monster trucks to complete; crash into cars on the number line and design your very own supersized truck.

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04: Mighty machines at the construction site

Have fun completing the foreman’s list of construction site jobs using mathematical language and problem solving skills as they work, all with the help of mighty construction machines!

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05: Train is a coming!

Let’s set off on a train adventure, will we go as fast as the bullet train? It is up to you! Share ideas, design and create your own station and train role-play as well as film your very own small world train stories.

Block F - Superhero Project

Who are the superheroes in your life? Why are they superheroes? Are you a superhero and why? This is a topic that focuses on the hero in all of us; a fun topic that focuses on ourselves, our families, superhero animals, superhero vehicles, the people around us who help us such as teachers, doctors, religious leaders, police and fire fighters.

What would your ideal playground look like? Work together as a class to improve your playground; organise fundraising opportunities in school and celebrate your achievements.

The Topic Overview outlines the outcomes and objectives of the whole topic, with more specific detail, including resources lists, provided in the Block Overview.

This Topic is written for Reception. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Recipe for a playground

What are the ingredients to make an exciting playground? Decide on fundraising opportunities to improve an area in your playground.

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02: Playground problem solving

Have a go at playground problem solving by completing a series of maths challenges. Get ready for your fundraising event & carry out the fundraising day.

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03: Let's celebrate our achievments!

Hold a celebration for guests; take on different roles on the day. Tell the story behind the campaign & reveal the new area/equipment.

Block E - Superhero Animals

Who are the superheroes in your life? Why are they superheroes? Are you a superhero and why? This is a topic that focuses on the hero in all of us; a fun topic that focuses on ourselves, our families, superhero animals, superhero vehicles, the people around us who help us such as teachers, doctors, religious leaders, police and fire fighters.

Animals can be superheroes helping us in many ways; find out about the ways dogs are trained to help people with additional needs; find out about horses that work for us; make your own superhero animal from junk, paint, name and give it a super power; hold a superhero animal show and display your models.

The Topic Overview outlines the outcomes and objectives of the whole topic, with more specific detail, including resources lists, provided in the Block Overview.

This Topic is written for Reception. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Dogs that help us

Find out about the ways dogs are trained to help people with additional needs & take part in activities blindfolded!

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02: Rescue pups

Watch a clip of ‘Paw Patrol’ the cartoon rescue pups. What do the paw patrol pups do? Talk about real life rescue dogs & police dogs.

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03: Blue horse

Read Eric Carle’s ‘The artist that created the blue horse. Create your own different horses painted in the wrong colours and find out how horses can help us.

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04: Not an ordinary dog

Binkie is not like ordinary dogs. Listen to the story of Binkie and learn about his hidden secret! Use your imagination & roll the superpower story cubes to create super animals stories and junk model animals.

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05: Super animal show

Hold a superhero animal show, displaying models. Ask another class to judge the animals on their superpowers.